Motivational Aspects of Teacher Feedback Practices: Development and Validation of a Questionnaire Based on Students’ Perceptions

This study developed the Motivational Aspects of Teacher Feedback Practices Questionnaire (MATFP-Q), designed to examine students’ perceptions on six key types of teacher feedback—task-focused, specific, self-referenced, normative, next-step, and person-focused—from a motivational perspective. The instrument’s theoretical foundation integrates Hattie and Timperley’s (2007) feedback model with Koenka and Anderman’s (2019) principles for motivation-supportive feedback. Validation was conducted with a sample of 1,079 Chinese secondary school students. Student workshops were conducted to ensure ecological and cognitive validation, and expert reviews were used to establish content validation. Structural validity was confirmed through exploratory and confirmatory factor analyses. The internal consistency of the subscales (Cronbach’s α = .69–.86) ranged from acceptable to excellent. Correlations among MATFP-Q subscales and students’ perceptions of teachers’ goals and mindsets supported convergent and divergent validity. The MATFP-Q is a reliable, theory-based tool for examining teacher feedback from a student motivation perspective.